# Skills to not fall behind in school

**Authors:** Felipe Maia Polo  
**arXiv:** [2001.10519](https://arxiv.org/abs/2001.10519)  
**Date:** 2020-01-28  
**Summary page:** https://www.summarizepaper.com/en/arxiv-id/2001.10519v1/

## Key points

- Study by Felipe Maia Polo emphasizes the importance of cognitive and social-emotional skills in determining quality of life
- Research focuses on the relationship between these skills and academic progress delay among students
- Academic progress delay defined as progressing less than expected in school grades
- Methodology used Bayesian logistic regression modeling to analyze impact of cognitive and social-emotional skills on likelihood of falling behind in school
- Results show both types of skills may influence probability of academic delays, with similar impact magnitudes observed
- Significance of these skills in educational outcomes highlighted, with potential interventions suggested for supporting at-risk students

## Summary

In the study "Skills to not fall behind in school" by Felipe Maia Polo, the importance of cognitive and social-emotional skills in determining individuals' quality of life is highlighted. The research focuses on understanding the relationship between these skills and academic progress delay among students. Using a dataset that tracks the same students from 2012 to 2017, academic progress delay is defined as when a student progresses less than expected in school grades. The methodology employed Bayesian logistic regression modeling to analyze the impact of cognitive and social-emotional skills on the likelihood of falling behind in school. The results indicate that both types of skills may influence the probability of academic delays, with comparable magnitudes of impact observed between cognitive and social-emotional abilities. This research underscores the significance of these skills in educational outcomes and suggests potential avenues for intervention to support students at risk of falling behind academically.